Children on the autism spectrum may find mastering the long-term goal of acquiring varying playing skills difficult. Play is an important cornerstone of children’s development. Teaching and encouraging a variety of interactive and independent play activities as short-term goals at an early age helps your child to develop important skills that support their independence and abilities to interact socially. While some children on the autism spectrum may not develop the long-term goal of acquiring varying playing skills in the same ways or with the same timing as a peer without a neurodevelopmental disorder, you can help your child learn to engage with their environment through different stages and types of play. 

The following strategies may help your child make progress towards mastering a variety of short-term goals (including exploratory play, independent play, parallel play, interactive play, cause-and-effect play, pretend play, cooperative play and sharing, initiating play with peers, and maintaining play). This can help lead to mastering the long-term goal of developing different types of play skills. 

Exploratory Play

The short-term goal of exploratory play is also known as “sensorimotor play.” This is typically the first type of play that children develop and it provides the building blocks for future play development, such as parallel play and interactive play with peers. In exploratory play, children learn to experience the world through their senses. They may mouth toy keys, shake a rattle, or feel a plush toy. During exploratory play in older children on the autism spectrum, an individual may engage in repetitive actions to take in different sounds, feelings, and sights.

Exploratory play ideas:

• Go for an outdoor nature walk in your backyard or at a park. Encourage your child to use their senses to explore nature.
• Try a homemade playdough or slime recipe, then let your child explore the results.
• Provide your child with some kid-friendly paint, water, and a variety of tools and brushes. Encourage them to explore the textures and colors, including using their hands!
• Additional strategies for the short-term goal of exploratory play:

1. Vary the sensory experience of their toys. Provide your child with a variety of toys with various colors, textures, lights, and other sensory experiences. It may take some trial and error to find the types of toys that your child is most interested in exploring. 
2. Be mindful of your child’s cues. If your child shows discomfort or distress with a certain sensory experience, discontinue and try another item or activity. For example, if you provide your child with a toy that plays a specific song that causes your child discomfort, discontinue that toy, or if there is a way to turn the sound off, try continuing the use of the toy with the sound no longer playing.
3. Try getting your child outside in nature. Exploring the sounds, smells, and feels of nature can be a great way for your child to engage in exploratory play. You can use one of the free resources below to help structure a nature walk, or create your own.

🌳 FREE Printable Nature Walk Activity Sheet for kids (123homeschool4me.com)‍

20+ Outdoor Nature Walk Checklist and Scavenger Hunt Printables • Little Pine Learners‍

12 Nature Walk Activities for Earth Day (or Any Day!) - Project Learning Tree (plt.org)

For the short-term goal of exploratory play, you can choose the targets of playing with items of different textures / consistencies, collecting three different items from an outdoor nature walk / hike (i.e., rock, leaf, pinecone), mixing paint to make three new colors, etc.

• Step 1: Decide what exploratory play activity you would like your child to do. For example, you can choose the target of  playing with items of different textures / consistencies while working on the short-term goal of exploratory play. The task analysis for playing with items of different textures / consistencies could be as follows:

1. Sit or stand at a table in front of two different items with different textures: table salt and clay / play dough.
2. Pick up salt container and put a marble size amount of table salt in palm of one hand.
3. With the other hand, use thumb, pointer, and middle fingers to pinch off a marble size piece of clay / play dough.
4. Press clay / play dough into your other hand on top of the salt.
5. Use both hands to knead the salt and clay / play dough together.
6. With mixture in one hand, use fingers from the other hand to pinch the mixture and feel the texture of the mixed items.     

• Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as a picture of children playing with items that are a different texture, or a verbal SD (“Time to make a fun mix to play with!” or “Let’s mix some things together!”).
• Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete it independently (5 min, 10 min, 15 min, etc.).
• Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of playing with items of different textures / consistencies), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to pour salt into hand, then mix salt and clay / play dough together, followed by feeling the texture of the mixture).
• Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Decide if you want to utilize forwards or backwards chaining to teach the steps that your child may struggle to complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at playing with items of different textures / consistencies during a session. 
• Step 6: Track how your child makes progress to meet the target of playing with items of different textures / consistencies by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at playing with items of different textures / consistencies over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.
  

Independent Play

The short-term goal of independent play encompasses a type of play in which your child engages with a play activity on their own, without the interference of an adult or peer. Through independent play, children develop independence and the ability to choose their own leisure activities. Independent play also helps support your child’s social, emotional, and cognitive development. 

Independent play ideas:

• Provide your child with 5 plastic cups filled with rice, each containing a hidden object (toy car, a shell, etc.) and allow your child to work alone to find the hidden items.
• If your child is at an age where they can read, provide instructions and materials for an arts and crafts project, and encourage your child to independently do the craft.
• Provide a one-person game, such as Simon, and allow your child to play with the item on their own for as long as they are interested.
• Additional strategies for the short-term goal of independent play:

1. Support your child’s interests. If you notice that your child has specific likes, interests, or passions, finding ways to support those activities can be a helpful way to encourage your child’s independent play skills. For example, if your child loves to draw, make sure they have access to crayons, paper, and any other materials they need to pursue this activity without having to ask you. 
2. Keep a consistent routine. Most children are more successful with consistent routines. This is especially true for children on the autism spectrum. Find ways to incorporate a time block devoted to independent play into your child’s daily routine (even if it is only for 10 or 15 minutes), and be consistent with maintaining that routine.
3. Provide specific instructions if necessary and reward when complete. For some children, specific instructions can help them learn to navigate independent play more successfully. If you think your child might be more successful with specific instructions for independent play, try giving them a play “task” to complete. You can make your own play task cards, or use one of the free resources below. For example, create task cards that ask your child to complete a simple puzzle or read a book on their own. When the puzzle is complete or they have finished reading the book, the independent play session is over. Be sure to reward your child for successfully playing independently with praise or a small prize, or provide other positive reinforcement. Phase out the positive reinforcement when this skill has been sufficiently acquired. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement.
4. Additional Resources

• --> For your child: 

Play Dough Puzzlers: Play Dough Task Cards by TheTeacherBOWtique (teacherspayteachers.com)‍

https://www.teacherspayteachers.com/Product/Block-Design-Task-Cards-SAMPLE-4172290?st=1e39760172f72bd84c1f395870d408c4‍

17 Independent Activities for Kids Who Are Stuck at Home (merakilane.com)

For the short-term goal of independent play, you can choose the targets of playing independently for 5 minutes, playing independently with a parent in the room, playing independently alone in a room, playing for 1 minute with parent followed by 1 minute alone, etc.

• Step 1: Decide what type of independent play you would like your child to do. For example, you can choose the target of playing independently for 5 minutes while working on the short-term goal of independent play. The task analysis for playing independently for 5 minutes could be as follows:

1. Lay out blanket on floor. 
2. Gather favorite toy(s).
3. Place toys on blanket.
4. Set a timer for 5 minutes.
5. Sit on blanket.
6. Start timer.
7. Play with toy(s) alone until timer goes off. 

• Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as an image of a child playing independently, or a verbal SD (“Time to play alone for 5 minutes!” or “Let’s do independent playtime for 5 minutes!”).
• Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete it independently (e.g., 7 min, 10 min, etc.).
• Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of playing independently for 5 minutes), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to set out a blanket and place toys on blanket, followed by playing for 5 minutes until the timer goes off).
• Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Decide if you want to utilize forwards or backwards chaining to teach the steps that your child may struggle to complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at playing independently for 5 minutes during a session. 
• Step 6: Track how your child makes progress to meet the target of playing independently for 5 minutes by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at playing independently for 5 minutes over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.
  

Parallel Play

The short-term goal of parallel play encompasses a child engaging in play near peers but without interacting with them. Parallel play is a stepping stone for the development of more interactive play. However, parallel play can sometimes be challenging for children on the autism spectrum. Parallel play is an important step in your child’s development because it helps them to establish personal boundaries, can support language development through listening to what nearby peers or adults are saying, and gives them the opportunity to pursue and experience their own interests, desires, and feelings alongside other children or adults who may have different interests, desires, and feelings. All of these skills help prepare your child for independence and social interaction.

Parallel play ideas:

• Sit near your child while they are engaged in an activity. Engage in your own activity nearby, but do not play with your child. You should each be engaged in play independently, but near one another.
• If your child has siblings, encourage your child’s siblings to do the same as the above. You can also do this with a neighbor or other family member that your child is comfortable with.
• If you and child are comfortable going to a local playground or park, take your parallel play outside of your home. Again, practice having your child independently play while you or their siblings or other children play independently nearby. 
• Additional strategies for the short-term goal of parallel play:

1. Start slow and build up. If your child is uncomfortable with parallel play, start by working with them to learn how to tolerate someone playing across the room from them, then moving a few feet closer. Continue this until your child is comfortable with the person playing near them. 
2. Start with someone your child feels comfortable and safe with. Rather than asking your child to jump right into practicing parallel play with peers or others with whom they may not be comfortable, start by practicing with your child yourself or ask another person with whom your child has a good relationship. Practicing parallel play with someone they trust can make it easier for your child to later generalize those skills to peers. 
3. Ensure there are enough play items for each participant. Avoid a conflict of there not being enough items for everyone to play with. At this point, you don’t want the expectation of taking turns to be present; there should be enough play items for everyone to play independently in parallel. 

For the short-term goal of parallel play, you can choose the targets of tolerating playing different games in close proximity to another person for 5 minutes, tolerating doing the same activity separately in close proximity to another person for 5 minutes, tolerating playing with an adult in close proximity, tolerating playing with a peer in close proximity, etc.

• Step 1: Decide what type of parallel play you would like your child to do. For example, you can choose the target of tolerating doing the same activity separately in close proximity to another person for 5 minutes while working on the short-term goal of parallel play. The task analysis for tolerating doing the same activity separately in close proximity to another person for 5 minutes could be as follows:

1. Sit at a table in front of a coloring book and a box of crayons, where there is another coloring book and box of crayons placed in front of a different chair (where a parent or sibling is sitting).
2. Set a timer for 5 minutes and start the timer. 
3. Open your book and color while the other person also colors in their book, until the timer goes off.

• Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as an image of a child coloring, or a verbal SD (“Time to color together!” or “Let’s color together!”).
• Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt their part independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently (i.e., their part). For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently (i.e., their part). Alternatively, if your child is able to complete their entire part of the task analysis independently, record how long it takes your child to complete it independently (e.g., 6 min, 10 min, etc.).
• Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of tolerating doing the same activity separately in close proximity to another person for 5 minutes), provide the SD from Step 2 and allow your child to attempt their part independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to sit down at the table with another person, followed by coloring for 5 minutes).
• Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently (i.e., their part). Decide if you want to utilize forwards or backwards chaining to teach the steps that your child may struggle to complete independently. Alternatively, you can track progress by recording how long it takes your child to complete their part in all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at tolerating doing the same activity separately in close proximity to another person for 5 minutes during a session. 
• Step 6: Track how your child makes progress to meet the target of tolerating doing the same activity separately in close proximity to another person for 5 minutes by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at tolerating doing the same activity separately in close proximity to another person for 5 minutes over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete their part in all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.

Interactive Play / Turn Taking

The short-term goal of interactive play / turn taking encompasses your child playing directly with one or more other people (peers or adults). For some children on the autism spectrum, certain aspects of the short-term goal of interactive play may present challenges. Through interactive play, children develop important life skills that set them up for success across the many domains of life such as building social / emotional connections with others, learning to reciprocate, and learning to respond to others. 

Key parts of interactive play include:

• Initiating play with others. When your child initiates play with others (peers or adults), it means that they are the one who approaches their peer or an adult to begin a play activity. This is an important skill to develop because it helps your child learn to navigate social relationships. It also helps them learn to choose their own leisure activities and learn to incorporate others into those activities.  
• Maintaining play with others. When your child maintains play with others (peers or adults), it means that they are able to continue playing with others in a sustained way for a period of time. This is an important skill to develop because it often includes a combination of play activities, such as turn-taking, parallel play, cooperative play and / or sharing. This helps your child learn to navigate social relationships and sustain interaction with others during activities.

Interactive play ideas:

• Pick games that require interaction between players, such as duck-duck-goose, tag, tug-of-war, chess, or checkers. 
• Encourage games where team-work among players can help influence the outcomes of the game, such as “keep the balloon in the air.”
• Build a fort: with your child, identify materials needed to build a fort. Work together to construct the fort, asking your child for their input about how to construct the fort.
• Additional strategies for the short-term goal of interactive play / turn taking:

1. Pairing. Pairing your child with a peer or an adult can teach your child that a play partner can give them things they want and need, and that spending time with others can be rewarding.
2. Model turn taking. When you are playing with your child, take the opportunity to show what turn taking looks like. Using verbal cues, such as, “It’s my turn,” or, “It’s your turn,” will help clearly distinguish whose turn it is to play with the toy. You can also model turn taking through age-and skill-appropriate games which incorporate taking turns. An example of a turn-based game you could play with your child is “Guess Who.” You each take turns asking questions one at a time. You can distinguish your turn from your child’s through verbal cues. When you begin to model turn taking, it is best to exemplify games or activities that have each person take one turn. Starting with a more complicated game or activity where you can take more than one turn in a row could be confusing at first.
3. Use visual cues to indicate whose turn it is. When your child is playing with you or others, you can indicate whose turn it is with a toy or in a game with a visual cue. For example, the visual cue could be a ring that indicates whose turn it is. When your child has the ring, it is their turn. When it is the end of their turn, they will need to hand the ring over to the other person. When your child passes the ring on to the other person after their turn is over, you can reward them for being cooperative and using the item correctly. If they do not, you can gently remind them the purpose of the ring and ask them to pass it on to the other person.
4. Practice taking turns. Practice this when only you and your child are playing as well as when your child is playing with others and only after your child has been introduced to taking turns. Use verbal cues to emphasize “now it’s your turn” or “now it’s my turn” and provide your child with positive reinforcement when they are able to wait to take their turn.
5. Play dates. Play dates are a great way for your child to become more comfortable playing with peers. They can also provide chances for your child to build and practice social skills. Try this: invite a child who is patient and flexible and who will model good play and social skills to a playdate. Start with just one friend, and gradually add new friends to the small group. Remember to identify appropriate activities for the group. These should be activities that all the children enjoy. They should also require communication and interaction between all the children. Once the playdate is scheduled, tell your child about it beforehand, what they should expect, and what the rules are. You could include how long the playdate will be, and what types of games will be played.
6. Multiple opportunities. Opportunities for play do not need to be scheduled on weekends or outside of regular schedules. It can be helpful to set up opportunities for your child to practice play skills (and social skills) with you and other family members during daily routines. For example, if it is time to put all the toys away, you can make a collaborative game of putting different toys in their respective homes in a certain period of time.

For the short-term goal of interactive play, you can choose the targets of taking turns in a game with one playmate, taking turns in a game with two playmates, responding to an invitation to play, asking to join play, etc.

• Step 1: Decide what method of interactive play you would like your child to learn. For example, you can choose the target of taking turns in a game with one playmate while working on the short-term goal of interactive play. On an index card, or a piece of paper, draw a smiley face and write the words “MY TURN.” This will be the “my turn” card. The task analysis for taking turns in a game with one playmate could be as follows, once the game is set up to start (e.g., tic-tac-toe, having a grid drawn on a piece of paper):

1. Get the “my turn” card.
2. Say, “My turn.”
3. Mark your “x” on the tic-tac-toe grid.
4. Hand the “my turn” card to the other player.
5. Say, “Your turn.”
6. Wait for the other player to complete their turn.
7. Repeat steps 1-6 until a player has three marks on a straight line or the game is a draw.

• Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as an image of kids playing a game, or a verbal SD (“Time to play a game where we take turns!” or “Let’s play a game where we take turns!”).
• Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt their part independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently (i.e., their part). For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently (i.e., their part). Alternatively, if your child is able to complete their entire part of the task analysis independently, record how long it takes your child to complete it independently (e.g., 5 min, 10 min, 15 min, etc.).
• Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of taking turns in a game with one playmate), provide the SD from Step 2 and allow your child to attempt their part independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to say, “My turn” and make their mark on the grid, followed by giving the turn card to the other player).
• Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently (i.e., their part). Decide if you want to utilize forwards or backwards chaining to teach the steps that your child may struggle to complete independently. Alternatively, you can track progress by recording how long it takes your child to complete their part in all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at taking turns in a game with one playmate during a session. 
• Step 6: Track how your child makes progress to meet the target of taking turns in a game with one playmate by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at taking turns in a game with one playmate over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete their part in all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.

Cause-and-Effect Play

The developmental stage where a child begins to engage in the short-term goal of cause-and-effect play is typically between 12-18 months of age. Cause-and-effect play involves engaging with a toy in order to get a specific result. A classic example of this is a jack-in-the-box toy. The action of winding up the handle (the cause) results in the action of the animal popping out (the effect). Children can learn about cause-and-effect play through playing with toys and playing with others. For example, your child may learn to play peekaboo with their parents or caregivers as a cause-and-effect activity. Helping children to develop play skills through the short-term goal of cause-and-effect play helps them develop a new desire to explore the world by learning that their actions have effects. This helps prepare your child for future social situations such as interacting with peers in a classroom setting and, eventually, interacting with colleagues in a workplace setting.

Cause-and-effect play ideas:

• Blow bubbles and take turns popping them.
• Stack blocks and have your child knock them down.
• Set up a simple obstacle course (for example, one object on the floor) and demonstrate going around, over, or through it. Encourage your child to take turns doing this.
• Additional strategies for the short-term goal of cause-and-effect play:

1. Start simple. Try using a basic toy that your child is able to operate with minimal assistance, for example, an object that is operated with a press of a button that has an immediate effect. 
2. Demonstrate. Demonstrate the behavior that results in the effect, and prompt your child to try. Make a game out of taking turns. Reward cooperation.
3. Encourage play with various toys. Different toys and activities have different cause- and- effect formats, and your child may be more interested in one over the other. Experiment with different cause-and-effect toys and see what your child likes and dislikes.
4. Talk through the process. It can be useful to talk through what the cause-and-effect process is with each toy. For example, you might say “What do you think will happen when we press this button? Let’s try it together!” Then “Whoa! The monkey popped up. How cool is that!?” 

For the short-term goal of cause-and-effect play, you can choose the targets of matching cause / effect flash cards or images, mixing two paint colors into a new color, mixing water and dirt to make mud, changing plain water into colored water with food coloring, etc.

• Step 1: Decide what cause-and-effect play activity you would like your child to do. For example, you can choose the target of mixing two paint colors into one  new color while working on the short-term goal of cause-and-effect play. The task analysis for mixing two paint colors into a new color could be as follows, once the play activity is set up to begin (e.g., on a table, have one paintbrush, one bottle of yellow paint, one bottle of blue paint, one paper plate):

1. Sit or stand at the table in front of paints, plates, and paintbrush.
2. Pour some yellow paint onto the paper plate.
3. Pour some blue paint onto the plate (about the same amount as the yellow paint) such that it doesn’t touch the yellow paint.
4. Pick up the paintbrush.
5. Put the brush part of the paintbrush into the blue paint and drag the blue paint with the paintbrush into the yellow paint. 
6. Swirl around/mix the paints together until they turn green.

• Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as a picture of a child painting, or a verbal SD (“Time to make new colors!” or “Let’s turn blue and yellow paint into green paint!”).
• Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete it independently (e.g., 5 min, 10 min, 15 min, etc.).
• Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of mixing two paint colors into a new color), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to pour the paints, then mix the colors together until they turn green).
• Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Decide if you want to utilize forwards or backwards chaining to teach the steps that your child may struggle to complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at mixing two paint colors into a new color during a session. 
• Step 6: Track how your child makes progress to meet the target of mixing two paint colors into a new color by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at mixing two paint colors into a new color over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.
  

Pretend Play

The short-term goal of pretend play involves the use of one’s imagination while engaging in play activities. Pretend play can be done as an independent activity, or as interactive play with others. Pretending to make food in a toy kitchen, “talking” on a play phone, or pretending to mow the grass are all pretend play activities. This type of play can be more challenging for children on the autism spectrum to develop than their peers not diagnosed with a neurodevelopmental condition, because one characteristic of being on the autism spectrum is restrictive and repetitive behavior or interests. Promoting pretend play with your child can help challenge the somewhat rigid approach to play that they may have, and can encourage flexible thinking, creativity, and communication skills. All of these skills can help prepare your child for independence and social interaction.

Pretend play ideas:

• Use examples from your family’s everyday life to practice new life skills in a safe environment. For example: feeding pets, cooking or baking, talking on the phone.
• Identify your child’s interests and encourage pretend scenarios to help them engage with these deeper. For example, if your child loves math, you could play “bank” with them by using play money from board games like Monopoly. 
• Ask your child to come up with some pretend play activities or scenarios by asking them about their interests. For example, “If you could be any animal, what would you be?” or “When we run errands together, what’s your favorite part?” Then, use their answers as a scenario for pretend play.
• Additional strategies for the short-term goal of pretend play:

1. Observe. Pay attention to your child’s interests and the things they are curious about and use them to expand their pretend play skills. 
2. Role-play. Engage with your child in pretend play by acting out scenes together, perhaps from a show they like or from everyday life, like a phone call from a friend.
3. Model actions and prompt your child to copy you. Simple, everyday actions like talking on a phone, banging a drum, and mixing “food” in a bowl are all great simple pretend play activities to start with. Model an activity for your child, and prompt them to copy you by saying something like, “Now you try it!”
4. Use visuals or social scripts. Sometimes, having visuals or social scripts to act out or use as inspiration can help children on the autism spectrum  develop pretend play skills. You can create your own or use some of the free resources below.
5. Additional resources

• --> For your child

Pretend Play Visual Sample by BIAS Behavioral | TPT (teacherspayteachers.com)‍

Visual Social Scripts for Pretend Play: Store by Speech Language Pirates (teacherspayteachers.com)‍

Home and Community Pretend Play Scripts and Visuals by Willow Therapy (teacherspayteachers.com)

For the short-term goal of pretend play, you can choose the targets of pretending to be a nurse, pretending to feed a favorite stuffed toy, making a pretend jungle with toys, etc.

• Step 1: Decide what type of pretend play you would like your child to do. For example, you can choose the target of pretending to be a nurse while working on the short-term goal of pretend play. The task analysis for pretending to be a nurse could be as follows, once the play activity is set up to begin (e.g., on a table, have a stuffed toy, a thermometer, and a bandage):

1. Pick up the thermometer.
2. Pretend to take the stuffed toy’s temperature by putting the thermometer next to the toy’s ear.
3. Pretend to read the numbers on the thermometer.
4. Set down the thermometer on the table.
5. Say, “You have a fever. You need a bandage.”
6. Pick up the bandage.
7. Unwrap the bandage and peel off paper backings to make the sticky sides accessible.
8. Place the bandage somewhere on the stuffed toy.
9. Say, “You’re all better now!”

• Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as an image with a bandage, or a verbal SD (“Time to make your toy all better!” or “Let’s pretend to be a nurse and help your toy feel better!”).
• Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete it independently (e.g., 5 min, 10 min, 15 min, etc.).
• Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of pretending to be a nurse), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to take the stuffed toy’s temperature, followed by putting a bandage on the stuffed toy).
• Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Decide if you want to utilize forwards or backwards chaining to teach the steps that your child may struggle to complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at pretending to be a nurse during a session. 
• Step 6: Track how your child makes progress to meet the target of pretending to be a nurse by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at pretending to be a nurse over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.

Cooperative Play / Sharing with Others

The short-term goal of cooperative play encompasses children playing together in an interactive way with a shared goal. They engage in an activity together, demonstrating an interest in both the activity and the peer. It’s a more complicated level of interactive play. Cooperative play helps children develop language skills, attention, self-regulation, and more. You can also use cooperative play as an opportunity to help your child learn how to share. During this phase of play, it is common to see more arguments as children navigate more challenging interactions and, potentially, conflicts. Through these conflicts, children learn to share, take turns, compromise, and problem-solve.

Cooperative play ideas:

• Try building a fort with your child. This is a great way to practice cooperation skills, as well as expanding vocabulary and practicing the ability to share ideas and problem solve. You might also invite siblings or other family members to join.
• Finish a puzzle. Be sure to pick a puzzle that’s developmentally and / or age appropriate for your child, and lay out pieces face up to minimize confusion. It may also be helpful for you to begin the puzzle independently and, when it’s almost done, invite your child to help you finish it, so there’s less complexity.
• Create a dance routine together. Dance can be a great way for kids with autism to express themselves. Remember, you know your child best, so keep in mind what will work for them as far as movement, routines, music, and other sensory stimuli. 
• Additional strategies for the short-term goal of cooperative play / sharing:

1. Try simple activities. Games or activities that don’t have a winner or a loser and in which each person has an important role are great examples of cooperative play. For example: Putting on a play, cooperative board games, puzzles, or building a fort!
2. Demonstrate good sportsmanship. While children on the autism spectrum may have delays in their imitation abilities, they may still pick up on the behaviors you or others around them demonstrate. Making a conscious effort to model good cooperation skills, gracious losing, and good sportsmanship can go a long way towards preparing your child to demonstrate these same skills in real-world play situations.  
3. Sharing. To encourage your child to share, you can practice with them using a preferred toy, game or activity. Use “priming,” where you explain to your child why and how to share, before you start the sharing activity. For example, showing your child his favorite toy, you may say, “Sharing means if I ask nicely to play with [the toy], you can let me have a turn. It also means if you ask me nicely to play with [the toy], I can hand it to you to take a turn.” Next, practice requesting the object hand over hand: give your child the object and ask them, “Can I please have a turn with [the toy]?” as you gently guide their hand with the object into yours. Offer verbal praise and say “Thank you!” to your child to give positive reinforcement. Next, encourage your child to request the toy back from you. You can say, “Would you like a turn?” If your child responds, hand them the object. If your child does not respond, you may prompt a response by saying “It is your turn now. Would you like a turn?” Continue to practice without using the hand over hand method to give your child the opportunity to share independently.
4. Additional resources

• --> For the parent

Helping Young Children With Sharing | ZERO TO THREE

• --> For your child

Autism Video Modeling: Sharing and Taking Turns- Skill Building Buddies on Harmony‍

FREEBIE Cooperative Learning roles - Colour me Confetti by Colour me Confetti (teacherspayteachers.com)‍

Cooperative Play Comment Cues by Language and Behavior Basics | TPT (teacherspayteachers.com)

For the short-term goal of cooperative play and sharing, you can choose the targets of trading toys, doing a puzzle with another person, building a fort with another person, etc.

• Step 1: Decide what cooperative play activity you would like your child to do. For example, you can choose the target of doing a puzzle with another person while working on the short-term goal of cooperative play. The task analysis for doing a puzzle with another person could be as follows, once the play activity is set up to begin (e.g., on a table, have a puzzle ready to be worked on, with all the pieces facing up and divided in about two equal piles):

1. Sit down at a table next to the other person, with a pile of pieces in front of you.
2. Select two puzzle pieces from your pile and try to fit them together. 
3. If they do not fit, find two other pieces to try to fit together.
4. When the other person connects two puzzle pieces together and you would like to try to add a piece to their connected pieces, ask them if you can try to add another piece.
5. Wait for their response.
6. If the person prefers to add the piece themselves, hand them the puzzle piece. 
7. If you want to try to connect a puzzle piece from the other person’s pile with your pieces, ask the person if you can try connecting that puzzle piece.
8. Wait for a response.
9.  Continue connecting puzzle pieces and sharing puzzle pieces until the puzzle is complete.

• Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as a picture of a puzzle being put together, or a verbal SD (“Time to do a puzzle together!” or “Let’s work together on a puzzle!”).
• Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt their part independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently (i.e., their part). For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently (i.e., their part). Alternatively, if your child is able to complete their entire part of the task analysis independently, record how long it takes your child to complete it independently (e.g., 10 min, 15 min, 30 min, etc.).
• Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of doing a puzzle with another person, provide the SD from Step 2 and allow your child to attempt their part independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to match puzzle pieces from their own pile, followed by asking to match puzzle pieces from the other person’s pile).
• Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently (i.e., their part). Decide if you want to utilize forwards or backwards chaining to teach the steps that your child may struggle to complete independently. Alternatively, you can track progress by recording how long it takes your child to complete their part in all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at doing a puzzle with another person during a session. 
• Step 6: Track how your child makes progress to meet the target of doing a puzzle with another person by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at doing a puzzle with another person  over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete their part in all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.

Initiating Play with Peers

Children on the autism spectrum often find it difficult to master the short-term goal of initiating play with peers. This may be the result of prior experiences with stigma and / or bullying, difficulty with social communication, social anxiety, etc. As a result, the number of interactions as well as the quality of interactions with peers can be lower for children on the autism spectrum than it is for children without a neurodevelopmental disorder. Helping your child master the short-term goal of initiating play with peers can help to build confidence, establish social support, and improve communication skills.

• Strategies for the short-term goal of initiating play with peers:

• Practice pairing. Teach your child that interactions with a friend, parent, or school-mate can be mutually beneficial, and that these individuals may be able to provide them with an item or toy that they want. This will help them to learn that mutual play with a peer is something that benefits both your child and the peer. For example, if your child likes to color, you can practice with this activity. Sit at a table or somewhere comfortable with your child and give them a coloring book or paper. Keep crayons or something to draw just out of reach. Hand your child a crayon to demonstrate that you have a tool that they need to color and you can provide that to them. You do not need to wait for prompting to hand your child the crayon.
• Model the desired behavior. With your child present, have another individual take a favorite toy or game and ask you “Do you want to play with me?” Next, you can do this activity with your child, or have a sibling, cousin, or friend practice with your child. Using the preferred activity (a game, a toy that is appropriate for multiple people to play, etc.), ask your child (or have the friend or family member ask your child): “Do you want to play [the game]?” 
• Let your child initiate. Set your child up with an activity that they can do alone or with another person, such as playing with building blocks. Alternatively, you can do this activity when this situation arises naturally, such as when your child is playing alone and calmly in a quiet space. Start by joining your child where they are playing without saying anything. The goal is to wait until your child acknowledges that you have joined them, whether it is verbally, with eye contact or a gesture, by handing you the toy, or in another manner. This will help your child to learn about joining play and how to respond when someone joins their play. If your child does not acknowledge that you have joined them, continue to wait in silence without prompting them. When your child signals to you that they know you are there, offer praise and a small reward or treat for positive reinforcement. Phase out the positive reinforcement when this skill has been sufficiently acquired. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement.

For the short-term goal of initiating play with peers, you can choose the targets of initiating play with a known friend, initiating play with a new peer, inviting a friend to your house to play, etc.

• Step 1: Decide how you would like your child to initiate play. For example, you can choose the target of initiating play with a new peer while working on the short-term goal of initiating play with peers. The task analysis for initiating play with a new peer could be as follows:

1. Make eye contact with the new peer. (The parent can role-play the peer or use a doll or a stuffie as a stand-in for the peer, if a peer is unavailable.)
2. Smile and say a greeting, such as “Hello.”
3. Introduce yourself: I am [say your name].”
4. Ask the other person their name: “What is your name?”
5. Wait for a response.
6. Ask the other person if they want to play a game with you. 

• Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as a picture of two kids playing the same game together, or a verbal SD (“Time to practice making a new friend!” or “Let’s learn how to meet new people to play with!”).
• Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt their part independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently (i.e., their part). For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently (i.e., their part). Alternatively, if your child is able to complete their entire part of the task analysis independently, record how long it takes your child to complete it independently (e.g., 2 min, 5 min, etc.).
• Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of initiating play with a new peer), provide the SD from Step 2 and allow your child to attempt their part independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to make eye contact and introduce self, then asking the new peer their name, followed by asking if they want to play).
• Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently (i.e., their part). Decide if you want to utilize forwards or backwards chaining to teach the steps that your child may struggle to complete independently. Alternatively, you can track progress by recording how long it takes your child to complete their part in all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at initiating play with a new peer during a session. 
• Step 6: Track how your child makes progress to meet the target of initiating play with a new peer by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at initiating play with a new peer over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete their part in all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.

Maintaining Play

For children on the autism spectrum, the short-term goal of maintaining play can be difficult due to struggles with social communication (including interpreting words, situations, and non-verbal communication). The ability to maintain play can help your child develop appropriate social skills, build friendships and other social relationships, as well as improve communication skills.

• Strategies for the short-term goal of maintaining play:

• Introduce new variables to familiar games. Maintaining play with your child with games that they are familiar with may be difficult due to your child’s interest in the game changing over time. In order to maintain your child’s interest in the game, you can introduce new things. For example, if you and your child play house with the same dolls over and over again, perhaps you can introduce a new doll and work out a new story about how they met all the other dolls. You could also propose new situations for the dolls to be in. If you and your child always go shopping with the dolls, perhaps they can throw a party instead. When introducing new things to your child, always keep in mind their interests and emotional well-being. If they do not receive big changes, such as a new doll, well, you may want to start with a smaller change, such as changing where the dolls are shopping.
• Follow your child’s lead. You may find it easier to maintain play with your child if you let them guide the play according to their own interests and ideas. This allows their focus to remain on playing rather than their attention turning towards understanding your words and / or intentions.
• Do not interrupt playing. You may feel compelled to interject at times when playing with your child with a question or suggestion. This can break your child’s engagement and create disinterest in whatever you are playing. Sometimes it is better to observe your child as you play together. You can get a better understanding of your child’s behavior and mood as they play. Is something frustrating them? Are they getting tired? Are they bored? Use the information that you gather from observing your child to adapt the play you two do together in the future.

For the short-term goal of maintaining play, you can choose the targets of maintaining play for 5 minutes, maintaining play for a certain number of turns in a game, playing a game from start to finish, etc.

• Step 1: Decide what type of maintaining play you would like your child to do. For example, you can choose the target of maintaining play for 5 turns in a game while working on the short-term goal of maintaining play. On an index card, or a piece of paper, draw a smiley face and write the words “MY TURN.” This will be the “my turn” card. The task analysis for  maintaining play for 5 turns in a game could be as follows, once the game is set up to start (e.g., checkers, having the board set up):

1. Make the first move.
2. Say, “Your turn.”
3. Wait for the opponent to move and tell you it’s your turn.
4. Repeat Steps 1-3 until each person has taken 5 turns. Optionally consider if you want to continue playing.

• Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as an image of two kids taking turns in a game, or a verbal SD (“Time to play checkers!” or “Let’s take turns while we play checkers!”).
• Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt their part independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently (i.e., their part). For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently (i.e., their part). Alternatively, if your child is able to complete their entire part of the task analysis independently, record how long it takes your child to complete it independently (e.g., 2 min, 5 min, etc.).
• Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of maintaining play for 5 turns in a game), provide the SD from Step 2 and allow your child to attempt their part independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to move a piece and then wait for their next turn).
• Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently (i.e., their part). Decide if you want to utilize forwards or backwards chaining to teach the steps that your child may struggle to complete independently. Alternatively, you can track progress by recording how long it takes your child to complete their part in all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at maintaining play for 5 turns in a game during a session. 
• Step 6: Track how your child makes progress to meet the target of maintaining play for 5 turns in a game by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at maintaining play for 5 turns in a game over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete their part in all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.